Fractured pedagogy : the design and implementation fault line in architectural knowledge : a conceptual and historical analysis

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dc.contributor.advisorMuller, Johanen_ZA
dc.contributor.authorCarter, Francisen_ZA
dc.date.accessioned2014-12-27T14:14:29Z
dc.date.available2014-12-27T14:14:29Z
dc.date.issued2007en_ZA
dc.descriptionIncludes bibliographical references (leaves 105-108).en_ZA
dc.description.abstractThere appears to be a gap in architectural knowledge between design theory and implementation practice which is difficult to bridge in teaching, learning and work. As evidence of the existence of this gap two sources of data are contrasted: exhibition catalogues which convey what individual architects say to each other about their work, and official reports which convey what institutional representatives of the organised profession say about failures in the work of architects. These data sets are contradictory, reinforcing the possibility of a fault-line between design knowledge and implementation. The question then arises as to whether this tension in professional knowledge in the field of production is reflected in the pedagogisation of the knowledge, reinforced through its transmission. As the architectural curriculum in Commonwealth countries has a generic format, this generic curriculum is analysed next, in terms of Bernstein's concepts of classification of framing, and integration of collection.en_ZA
dc.identifier.apacitationCarter, F. (2007). <i>Fractured pedagogy : the design and implementation fault line in architectural knowledge : a conceptual and historical analysis</i>. (Thesis). University of Cape Town ,Faculty of Humanities ,School of Education. Retrieved from http://hdl.handle.net/11427/10248en_ZA
dc.identifier.chicagocitationCarter, Francis. <i>"Fractured pedagogy : the design and implementation fault line in architectural knowledge : a conceptual and historical analysis."</i> Thesis., University of Cape Town ,Faculty of Humanities ,School of Education, 2007. http://hdl.handle.net/11427/10248en_ZA
dc.identifier.citationCarter, F. 2007. Fractured pedagogy : the design and implementation fault line in architectural knowledge : a conceptual and historical analysis. University of Cape Town.en_ZA
dc.identifier.ris TY - Thesis / Dissertation AU - Carter, Francis AB - There appears to be a gap in architectural knowledge between design theory and implementation practice which is difficult to bridge in teaching, learning and work. As evidence of the existence of this gap two sources of data are contrasted: exhibition catalogues which convey what individual architects say to each other about their work, and official reports which convey what institutional representatives of the organised profession say about failures in the work of architects. These data sets are contradictory, reinforcing the possibility of a fault-line between design knowledge and implementation. The question then arises as to whether this tension in professional knowledge in the field of production is reflected in the pedagogisation of the knowledge, reinforced through its transmission. As the architectural curriculum in Commonwealth countries has a generic format, this generic curriculum is analysed next, in terms of Bernstein's concepts of classification of framing, and integration of collection. DA - 2007 DB - OpenUCT DP - University of Cape Town LK - https://open.uct.ac.za PB - University of Cape Town PY - 2007 T1 - Fractured pedagogy : the design and implementation fault line in architectural knowledge : a conceptual and historical analysis TI - Fractured pedagogy : the design and implementation fault line in architectural knowledge : a conceptual and historical analysis UR - http://hdl.handle.net/11427/10248 ER - en_ZA
dc.identifier.urihttp://hdl.handle.net/11427/10248
dc.identifier.vancouvercitationCarter F. Fractured pedagogy : the design and implementation fault line in architectural knowledge : a conceptual and historical analysis. [Thesis]. University of Cape Town ,Faculty of Humanities ,School of Education, 2007 [cited yyyy month dd]. Available from: http://hdl.handle.net/11427/10248en_ZA
dc.language.isoengen_ZA
dc.publisher.departmentSchool of Educationen_ZA
dc.publisher.facultyFaculty of Humanitiesen_ZA
dc.publisher.institutionUniversity of Cape Town
dc.subject.otherEducationen_ZA
dc.titleFractured pedagogy : the design and implementation fault line in architectural knowledge : a conceptual and historical analysisen_ZA
dc.typeMaster Thesis
dc.type.qualificationlevelMasters
dc.type.qualificationnameMPhilen_ZA
uct.type.filetypeText
uct.type.filetypeImage
uct.type.publicationResearchen_ZA
uct.type.resourceThesisen_ZA
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